Pub Date : 2023-03-01DOI: 10.1177/00224871231160378
L. Darling-Hammond
This response to “How Teacher Education Matters” (2000) notes that the evidence base about the features of teacher education that matter for teacher effectiveness was substantial at that time and has grown stronger since. However, federal policy over the last two decades has reduced support for both preservice teacher education programs and for candidates’ financial assistance, while increasing support for alternative certification pathways that generally omit student teaching and often truncate coursework as well. One-third of teachers in recent years have entered without having completed preparation and are disproportionately assigned to schools serving low-income students and students of color. Meanwhile, recent research emphasizes the critical importance of well-designed clinical experiences with strong mentoring in high-quality settings, connected to applied coursework, as key to effectiveness. Residency programs are one emerging model that combines such experiences with financial supports, showing promise for recruiting and retaining a diverse, well-prepared set of candidates in high need fields and locations. High-performing countries like Finland and Singapore make these kinds of investments in teacher education routinely and shed light on the policy strategies needed to create a universally strong teacher education system.
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Pub Date : 2023-03-01DOI: 10.1177/00224871231161457
L. Shulman
What kind of research on teaching is of most worth? To what extent should researchers in this field be conducting highly functional investigations that attempt to identify the key elements of accomplished teaching or the most important components of teacher preparation programs or experiences? Should we be asking whether teacher education programs significantly improve the likelihood that someone will teach effectively? Should we instead be conducting inquiries that explore the rich complexities of teaching, learning, schooling, and development and the contexts that support them? What genres of research are worth undertaking? The tacit dialogue between the present articles by Wilson, Floden, and Ferrini-Mundy (2002 [this issue]) and by Florio-Ruane (2002 [this issue]) is nostalgically familiar. We designed the Institute for Research on Teaching (IRT) in 1975 on the basis of our critique of the then-prevailing prototype of process-product research on teaching. We considered process-product research on teaching behavioristic, simplistic, and unduly dependent on standardized achievement tests as indicators of product. Indeed, the leaders of process-product research, such as Nate Gage (1978) and Barak Rosenshine (Rosenshine & Stevens, 1986), complained that their critics were unnecessarily “complexifying” the phenomenon of teaching, whereas the hall-mark of scientific progress was increased sim plification, not complication. Moreover, if research on teaching were to have the desired impact on policy makers, it needed to be both simple and clearly connected to easily under stood indicators of student achievement. Finally, there was a moral message in the process-product tradition. Our bottom-line obligation as teachers was to the students and their learning. To study teaching without reference to students was unethical self-indulgence. These two articles stimulated me to reflect on my history of work as an active scholar on teaching and teacher education. I thought about the nearly four decades of research in which I had been actively involved. And I began to wonder how, if at all, it added up. I concluded that we may be asking the wrong questions and focusing on the wrong units of analysis. That is, individual studies rarely can be adjudged as valuable or trivial per se. Instead, we need to think about extended programs of scholarship, in which a variety of types of research are pursued, to maximize the value to be gained from studies of teaching. I want to tell a story of more than 30 years of research, of a series of research programs that cumulated into a meaningful knowledge base, an enduring policy initiative, and the spinning off of a number of significant lines of research. I begin with my work on medical problem solving in the 1960s and 1970s, followed by the research on teaching as information processing that characterized the IRT programs. A set of studies on the development of teacher knowledge, with special reference to pedagogical conten
{"title":"Reprint: Truth and Consequences? Inquiry and Policy in Research on Teacher Education","authors":"L. Shulman","doi":"10.1177/00224871231161457","DOIUrl":"https://doi.org/10.1177/00224871231161457","url":null,"abstract":"What kind of research on teaching is of most worth? To what extent should researchers in this field be conducting highly functional investigations that attempt to identify the key elements of accomplished teaching or the most important components of teacher preparation programs or experiences? Should we be asking whether teacher education programs significantly improve the likelihood that someone will teach effectively? Should we instead be conducting inquiries that explore the rich complexities of teaching, learning, schooling, and development and the contexts that support them? What genres of research are worth undertaking? The tacit dialogue between the present articles by Wilson, Floden, and Ferrini-Mundy (2002 [this issue]) and by Florio-Ruane (2002 [this issue]) is nostalgically familiar. We designed the Institute for Research on Teaching (IRT) in 1975 on the basis of our critique of the then-prevailing prototype of process-product research on teaching. We considered process-product research on teaching behavioristic, simplistic, and unduly dependent on standardized achievement tests as indicators of product. Indeed, the leaders of process-product research, such as Nate Gage (1978) and Barak Rosenshine (Rosenshine & Stevens, 1986), complained that their critics were unnecessarily “complexifying” the phenomenon of teaching, whereas the hall-mark of scientific progress was increased sim plification, not complication. Moreover, if research on teaching were to have the desired impact on policy makers, it needed to be both simple and clearly connected to easily under stood indicators of student achievement. Finally, there was a moral message in the process-product tradition. Our bottom-line obligation as teachers was to the students and their learning. To study teaching without reference to students was unethical self-indulgence. These two articles stimulated me to reflect on my history of work as an active scholar on teaching and teacher education. I thought about the nearly four decades of research in which I had been actively involved. And I began to wonder how, if at all, it added up. I concluded that we may be asking the wrong questions and focusing on the wrong units of analysis. That is, individual studies rarely can be adjudged as valuable or trivial per se. Instead, we need to think about extended programs of scholarship, in which a variety of types of research are pursued, to maximize the value to be gained from studies of teaching. I want to tell a story of more than 30 years of research, of a series of research programs that cumulated into a meaningful knowledge base, an enduring policy initiative, and the spinning off of a number of significant lines of research. I begin with my work on medical problem solving in the 1960s and 1970s, followed by the research on teaching as information processing that characterized the IRT programs. A set of studies on the development of teacher knowledge, with special reference to pedagogical conten","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"144 - 148"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/00224871231160372
A. Lin Goodwin
Thirty years ago, “Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage” (Goodwin, 1991) offered a perspective on an approach to the minority teacher shortage. That piece represented the start of the author’s life-long work on teacher preparation, with a particular focus on the recruitment and retention of teachers of color in response to growing numbers of students of color juxtaposed against a predominantly white teaching force. Now, several decades later, this article is her opportunity to reflect on those early thoughts, framed by the question: What progress have we made (or not) as a profession, and a society, in addressing this imperative? In pondering this question, this piece returns to the focus of the original article to think anew about problems, process, and promise as conceptual lenses for assessing how far we have come and where we now need to go.
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Pub Date : 2023-03-01DOI: 10.1177/00224871231161450
Gretchen McAllister, J. J. Irvine
This study provides a description of 34 practicing teachers’ beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers’ practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors. An
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Pub Date : 2023-03-01DOI: 10.1177/00224871231160386
L. Shulman
Truth and its consequences in teacher education form a web of interconnected relationships that align our attentions with our intentions. This article responds to an essay I wrote twenty years ago, and I examine the assumptions, questions, and possibilities in the frame of a more modern context. While many of the ideas remain salient, an examination of the truths I explained and the consequences I examined have shed new light on what truths and consequences for teacher education have unfolded in the last two decades.
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Pub Date : 2023-03-01DOI: 10.1177/00224871231161863
L. Darling-Hammond
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’ abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
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Pub Date : 2023-03-01DOI: 10.1177/00224871231161458
C. Sleeter
This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what strong teaching of diverse students looks like. It then discusses what the diverse students of this nation need of teachers, including teachers with high expectations for student learning regardless of students’ current performance, teachers who can engage students academically by building on what they know and what interests them, teachers who can relate to their families and communities and read students in culturally accurate ways, and teachers who can envision diverse students as constructive participants in a multicultural democracy. The article concludes by outlining three ways in which the president can support excellent teaching by recognizing the value of teacher professional development and by strengthening funding for teacher education in various areas.
{"title":"Reprint: An Invitation to Support Diverse Students Through Teacher Education","authors":"C. Sleeter","doi":"10.1177/00224871231161458","DOIUrl":"https://doi.org/10.1177/00224871231161458","url":null,"abstract":"This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what strong teaching of diverse students looks like. It then discusses what the diverse students of this nation need of teachers, including teachers with high expectations for student learning regardless of students’ current performance, teachers who can engage students academically by building on what they know and what interests them, teachers who can relate to their families and communities and read students in culturally accurate ways, and teachers who can envision diverse students as constructive participants in a multicultural democracy. The article concludes by outlining three ways in which the president can support excellent teaching by recognizing the value of teacher professional development and by strengthening funding for teacher education in various areas.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"181 - 187"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/00224871231161459
Kenneth M. Zeichner
Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.
{"title":"Reprint: The Turn Once Again Toward Practice-Based Teacher Education","authors":"Kenneth M. Zeichner","doi":"10.1177/00224871231161459","DOIUrl":"https://doi.org/10.1177/00224871231161459","url":null,"abstract":"Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"171 - 177"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/00224871231160365
Lynn M. Gangone, Leslie T. Fenwick, C. Craig, Valerie Hill-Jackson
{"title":"75 Years of Transforming Teacher Education","authors":"Lynn M. Gangone, Leslie T. Fenwick, C. Craig, Valerie Hill-Jackson","doi":"10.1177/00224871231160365","DOIUrl":"https://doi.org/10.1177/00224871231160365","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"117 - 122"},"PeriodicalIF":3.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46797994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-26DOI: 10.1177/00224871231153108
Caroline B. Ebby, J. Remillard, Lindsay T. Goldsmith-Markey
Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.
{"title":"Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice","authors":"Caroline B. Ebby, J. Remillard, Lindsay T. Goldsmith-Markey","doi":"10.1177/00224871231153108","DOIUrl":"https://doi.org/10.1177/00224871231153108","url":null,"abstract":"Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"451 - 466"},"PeriodicalIF":3.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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